Development and Validation of a Structural Equation Model for Physical Health Promotion Based on Psychosocial Factors among University Students in Ningbo City
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Abstract
Background and Aim: University students in Ningbo City face rising health risks due to sedentary lifestyles and academic stress. Promoting physical health requires an understanding of key psychosocial factors such as self-efficacy, social support, and perceived barriers. This study aims to develop and validate a structural equation model (SEM) based on health promotion theories to identify factors influencing physical health and guide effective interventions for college students.
Materials and Methods: To guarantee demographic representation, 650 Ningbo City university students were chosen through stratified random sampling for this quantitative cross-sectional study. Six validated tools measuring physical activity, perceived barriers, perceived benefits, self-efficacy, social support, and physical health were used to gather data. Strong reliability was shown by each scale (Cronbach's α > 0.80). AMOS version 24 was used for Structural Equation Modeling in order to evaluate the measurement and structural models. Construct validity was confirmed using confirmatory factor analysis (CFA), and then model fit was assessed.
Results: The final structural equation model consisted of six latent variables: social support, self-efficacy, perceived benefits, perceived barriers, physical activity, and physical health. The model exhibited good fit indices (GFI = 0.944, RMSEA = 0.052, χ²/df = 2.744, CFI = 0.961, TLI = 0.953), confirming its statistical validity. Social support and self-efficacy had significant positive effects on physical activity, which in turn positively influenced physical health. Perceived benefits and barriers acted as mediators in these pathways.
Conclusion: The validated SEM offers a practical, evidence-based framework for promoting physical health among university students. It emphasizes the critical roles of self-efficacy, social support, and students' perceptions of benefits and barriers in influencing physical activity and health outcomes. These findings can inform the development of targeted health promotion strategies and educational interventions in higher education settings.
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